Rebuild by Design Meadowlands Project

Videos

Grades6, 7, 8, 9, 10, 11, 12Biology, Engineering

Scientist Reviewed

Provided by New Jersey Department of Environmental Protection

Open Resource

What it is

This video shows how the NJ Department of Environmental Protection worked with the New Jersey Meadowlands community and other agencies to design and build infrastructure and ecological solutions to prevent flooding and improve stormwater management.
Students will learn how many different solutions are integrated into watersheds in order to promote better drainage in flood-prone communities.

Teaching tips

Positives

This video will provide students with an example of multiple groups successfully working together to solve a problem.
Students will see that designing a solution for inland flooding was a lengthy process for the community.

Prerequisites

Students should be familiar with the concept of natural watersheds in order to understand what the engineered watershed was modeled after.
Students should understand the role that native plant species can play in reducing flooding, filtering water, and increasing biodiversity.

Differentiation & Implementation

Environmental clubs and science classes could research ways to get involved in community-based environmental projects using the resources in the 2020 New Jersey Scientific Report on Climate Change.
Engineering classes could research how neighborhood watersheds can be designed for flat areas such as the Meadowlands.
Other resources on this topic include this lesson plan and activity on natural watersheds and this Grist video that shows what Hoboken, New Jersey did to mitigate flooding.

From the scientist review

This video demonstrates the impact of storm surges and coastal flooding in the Meadowlands. It shows the co-creation of solutions between experts and indigenous peoples to build community-response strategies for climate resilience and disaster recovery.These strategies included the application of sustainable watershed strategy, smart infrastructure, urban planning, community solidarity, green spaces, climate education and advocacy. This resource is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Biology, Engineering
Format: YouTube Video
Language: English
Location: North America > United States > New Jersey
Provider: New Jersey Department of Environmental Protection
Authors: New Jersey Department of Environmental Protection
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-2. + 14 more

Core

Core Standards legacy

MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
D2.Civ.1.6-8D2.Civ.1.6-8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
D2.Civ.14.6-8D2.Civ.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
HS-ESS3-1.HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ETS1-2.HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
D2.Civ.13.9-12D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.5.9-12D2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Geo.8.9-12D2.Geo.8.9-12 Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
HS-ESS3-D.1.HS-ESS3-D.1. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

6.Civ.14.a.6.Civ.14.a. Compare how individuals and groups have affected change in a region using historical and contemporary examples (e.g., World Wildlife Fund, Malala Yousafzai, Mohandas Gandhi, women’s rights in Saudi Arabia, Free Thai Movement).
MW.Civ.12.a.MW.Civ.12.a. Analyze how individuals and groups advocate for economic, political, and social change in international contexts (e.g., legislation, courts, resistance, protest, boycott, conscious consumerism).
MS-ESS3-2.MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
HS-ESS3-1.HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-D.1.HS-ESS3-D.1. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)
HS-ETS1-2.HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

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